Didn’t catch Part One? – Read it here.

Remember my newly coined phrase?
Time-managed, parent-monitored, digital minimalism — second to play!?!

So…here we go…Play FIRST!

A Castle in the Mountain (A Memory…)

It was a beautiful, cold, and crisp day when my mom dropped me off at school. The rocky mountain backdrop, covered with freshly fallen snow, was beaming. Snow days at school meant inside for recess, which, in my kindergarten class meant BIG play days! We had dress-up clothes, climbing structures, trampolines, art supplies, and toys galore. We chased each other around the large classroom with fake swords and we giggled until our bellies ached. I remember feeling like my classroom was a castle, filled with the most magical things and it was a place where you always felt joy and happiness.

Do you remember those days?

When did play stop being a cornerstone of elementary school?

I’m actually not sure when things changed, but I entered education in the late 1990s and there was already a big shift in how we were teaching. The kindergarten classrooms looked nothing like my rocky mountain castle classroom. The advent of high-stakes testing in public schools meant that play was largely pushed aside. My heart broke for the teachers and even more for the children. 

Play Lives on in Play-Based Classrooms 

Lucky for me it was only a few short years later when I met Kate Wilkes, the incredibly talented, beautiful kindergarten teacher who was teaching in the same building we are in today. Kate was educated in England during the time when the Responsive Classroom and Montessori philosophies were at the forefront of early childhood programs. Kate taught all of us not only how to bring play back to the classroom, but showed us why it was such an important part of their overall development. We have documented, year after year, the social, emotional, and developmental successes of children who start with Kate versus children who do not. The contrast is striking: children who have benefited from the play-based approach in the early years exhibit greater creativity, problem-solving skills, and emotional intelligence. Their ability to collaborate and communicate effectively stands out, as does their enthusiasm for and confidence in learning. We’ve learned — play isn’t just an activity, it’s a fundamental building block for development.

At our school, we know that play is essential for every child. Play is the universal language of childhood, transcending reading levels, writing skills, and math facts. It creates a level playing field where all children can participate equally. For those with learning differences, play can be the one time when they feel truly seen as “just like everyone else,” enjoying the same experiences as their peers.  

What can I do at home TODAY?

Starting now, PLAY MORE! Tech less. It is that simple. 

When you host play dates, or “hangouts,” allow devices for only a very small portion of their time together. For children younger than 16, only allow devices when you can monitor what they are doing. Instead, offer unstructured alternatives such as board or card games, constructing things, dancing to music, throwing a football, playing pickleball, going to the nearby park, swimming, or enjoying the timeless art of fort-building!  Offering them experiences that take them out of the home, requires them to independently interact with the world around them. Some other ideas are: rollerskating (yep, it’s baaack!), hiking, shopping, visiting a museum, going to the movies or even out for a meal. The point is to get them out of their rooms and off of their devices! Trust me…even older kids will find things to do when they don’t have a tech-based social life! 

A Preview 

This year, we will take you through a series of events and experiences that will remind you why you need to foster play and independence in your home. We invite you to join us in remembering and bringing back the magic of childhood.

Stay Tuned for Part III: Time-Managed, Parent-Monitored, Digital Minimalism